scholarly journals Language activation in dual language schools: the development of subject-verb agreement in the English and Spanish of heritage speaker children

2021 ◽  
pp. 1-22
Author(s):  
Michele Goldin
Keyword(s):  
Dual Language ◽  
Heritage Speaker ◽  
Verb Agreement ◽  
Language Activation ◽  
Language Schools

scholarly journals The Effect of Dual Language Activation on L2-Induced Changes in L1 Speech within a Code-Switched Paradigm

Languages ◽  
2021 ◽  
Vol 6 (3) ◽  
pp. 114
Author(s):  
Ulrich Reubold ◽  
Sanne Ditewig ◽  
Robert Mayr ◽  
Ineke Mennen
Keyword(s):  
Dual Language ◽  
Native Speakers ◽  
Predictor Variable ◽  
Predictor Variables ◽  
Acoustic Measures ◽  
Before And After ◽  
Language Activation ◽  
Dual Activation ◽  
Induced Changes

The present study sought to examine the effect of dual language activation on L1 speech in late English–Austrian German sequential bilinguals, and to identify relevant predictor variables. To this end, we compared the English speech patterns of adult migrants to Austria in a code-switched and monolingual condition alongside those of monolingual native speakers in England in a monolingual condition. In the code-switched materials, German words containing target segments known to trigger cross-linguistic interaction in the two languages (i.e., [v–w], [ʃt(ʁ)-st(ɹ)] and [l-ɫ]) were inserted into an English frame; monolingual materials comprised English words with the same segments. To examine whether the position of the German item affects L1 speech, the segments occurred either before the switch (“He wants a Wienerschnitzel”) or after (“I like Würstel with mustard”). Critical acoustic measures of these segments revealed no differences between the groups in the monolingual condition, but significant L2-induced shifts in the bilinguals’ L1 speech production in the code-switched condition for some sounds. These were found to occur both before and after a code-switch, and exhibited a fair amount of individual variation. Only the amount of L2 use was found to be a significant predictor variable for shift size in code-switched compared with monolingual utterances, and only for [w]. These results have important implications for the role of dual activation in the speech of late sequential bilinguals.

scholarly journals The role of code-switching and language context in bilingual phonetic transfer

2016 ◽  
Vol 46 (3) ◽  
pp. 263-285 ◽  
Author(s):  
Daniel J. Olson
Keyword(s):  
Dual Language ◽  
Voice Onset Time ◽  
Onset Time ◽  
Code Switching ◽  
Additive Effect ◽  
Switching Effect ◽  
Oral Production ◽  
Language Activation ◽  
Language Context

The present study examines the effect of two potential catalysts for interlanguage phonetic interaction, code-switching and language mode, on the production of voice onset time (VOT) to better understand the role of (near) simultaneous dual language activation on phonetic production, as well as the nature of phonetic transfer. An oral production paradigm was carried out in which Spanish–English bilinguals produced words with initial voiceless stops as non-switched tokens, code-switched tokens in an otherwise monolingual context, and code-switched tokens in a bilingual context. Results demonstrated a degree of phonetic transfer associated with code-switching, either unidirectional or bi-directional. Specifically, English, with long lag VOT, was more susceptible to phonetic transfer than Spanish (short lag). Contrary to expectations, while the code-switching effect was present in both monolingual and bilingual mode, there was no additional transfer, or additive effect, of bilingual language mode. Differences in the effects of code-switching on English and Spanish are discussed with respect to the inherently different acceptable VOT ranges in the two languages. Furthermore, the lack of difference in VOT between the code-switched tokens in the monolingual and bilingual contexts is taken to suggest limits on phonetic transfer.

Spanish Language and Education in the Midwest

2017 ◽  
Author(s):  
Kim Potowski
Keyword(s):  
Critical Region ◽  
Dual Language ◽  
Language Use ◽  
Puerto Ricans ◽  
Spanish Language ◽  
Language Loss ◽  
Long Period ◽  
Language And Education ◽  
Language Schools ◽  
Spanish Language Use

This chapter explores Spanish language use, maintenance, and education in the Midwest. It surveys various studies of intergenerational language loss, Spanish language dialects, and inter-Latino language influences among Latinas/os. By comparing Spanish language use in the Midwest to other regions, the chapter illustrates common trends and highlights distinct regional differences that make the Midwest a critical region for studying language maintenance and Latina/o identity. Most significantly are the region’s numerous dual-language schools, the long period of contact between Mexicans and Puerto Ricans, and the site of the nation’s largest school district in Chicago.

scholarly journals Subject pronoun expression and language mode in bilingual Spanish

2018 ◽  
Vol 11 (2) ◽  
pp. 303-336
Author(s):  
Ana de Prada Pérez
Keyword(s):  
Dual Language ◽  
Spanish Language ◽  
Code Switching ◽  
Language Switching ◽  
Switching Condition ◽  
Pronoun Use ◽  
Subject Pronoun ◽  
Language Activation

AbstractIn research on Spanish subject pronoun expression, Spanish-English bilinguals have been shown to present higher rates of expressed subjects in code-switching than in monolingual Spanish mode, an outcome attributed to perseveration from English or to convergence with English. In this study we seek to arbitrate between these competing accounts. For that purpose, productions were elicited from bilinguals in an oral elicitation task, manipulating perseveration source and target structures in three modes: monolingual Spanish, language switching, and code-switching. Participants demonstrated the anticipated sensitivity to perseveration across conditions and effects of bilingual mode in the code-switching condition, with greater expressed pronoun use with omitted subject primes. These results allow us to isolate structural perseveration from bilingual effects and to ascribe the source of increased use of expressed pronominal subjects in bilingual Spanish to dual language activation or convergence.

scholarly journals Does Teaching Your Native Language Abroad Increase L1 Attrition of Speech? The Case of Spaniards in the United Kingdom

Languages ◽  
2020 ◽  
Vol 5 (4) ◽  
pp. 41
Author(s):  
Robert Mayr ◽  
David Sánchez ◽  
Ineke Mennen
Keyword(s):  
United Kingdom ◽  
Dual Language ◽  
First Language ◽  
Relative Effect ◽  
Language Teachers ◽  
The United Kingdom ◽  
L1 Attrition ◽  
Native Speech ◽  
Language Activation ◽  
L1 Use

The present study examines the perceived L1 accent of two groups of native Spaniards in the United Kingdom, Spanish teachers, and non-teachers, alongside monolingual controls in Spain. While the bilingual groups were carefully matched on a range of background variables, the teachers used Spanish significantly more at work where they constantly need to co-activate it alongside English. This allowed us to test the relative effect of reduced L1 use and dual language activation in first language attrition directly. To obtain global accentedness ratings, monolingual native Spanish listeners living in Spain participated in an online perception experiment in which they rated short speech samples extracted from a picture-based narrative produced by each speaker in terms of their perceived nativeness, and indicated which features they associated with non-nativeness. The results revealed significantly greater foreign-accent ratings for teachers than non-teachers and monolinguals, but no difference between the latter two. Non-native speech was associated with a range of segmental and suprasegmental features. These results suggest that language teachers who teach their L1 in an L2-speaking environment may be particularly prone to L1 attrition since they need to co-activate both their languages in professional settings and are regularly exposed to non-native speech from L2 learners.

Pragmatic versus Morphological/Syntactic Criteria for Language Referrals

1980 ◽  
Vol 11 (2) ◽  
pp. 85-94 ◽  
Author(s):  
Jack Damico ◽  
John W. Oller
Keyword(s):  
Grade Level ◽  
The State ◽  
Verb Agreement ◽  
Remedial Programs ◽  
Service Training ◽  
Traditional Approaches ◽  
Communicative Effectiveness

Two methods of identifying language disordered children are examined. Traditional approaches require attention to relatively superficial morphological and surface syntactic criteria, such as, noun-verb agreement, tense marking, pluralization. More recently, however, language testers and others have turned to pragmatic criteria focussing on deeper aspects of meaning and communicative effectiveness, such as, general fluency, topic maintenance, specificity of referring terms. In this study, 54 regular K-5 teachers in two Albuquerque schools serving 1212 children were assigned on a roughly matched basis to one of two groups. Group S received in-service training using traditional surface criteria for referrals, while Group P received similar in-service training with pragmatic criteria. All referrals from both groups were reevaluated by a panel of judges following the state determined procedures for assignment to remedial programs. Teachers who were taught to use pragmatic criteria in identifying language disordered children identified significantly more children and were more often correct in their identification than teachers taught to use syntactic criteria. Both groups identified significantly fewer children as the grade level increased.

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